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    Moderation - Pr2

    Uploaded by

    Faisal Ahmed
    This document summarizes moderation outcomes and feedback for subjects across years 7-11. Key points include: - Papers need restructuring to make them more accessible and focused on milestones. Students struggled without this focus. - Questions should be divided into parts or focus on a specific example to avoid half answers. - Students need guidance on essay structure, introductions and conclusions. Model exemplars would help with things like continuous prose over bullet points. - Research methods and experiments from the psychology curriculum need reteaching with a focus on using examples and providing full sentences for evaluation points. - Religious studies responses were mixed, with some students lacking detail. Key concepts need reviewing.

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    © All Rights Reserved
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    Moderation - Pr2

    Uploaded by

    Faisal Ahmed
    62 views4 pages
    This document summarizes moderation outcomes and feedback for subjects across years 7-11. Key points include: - Papers need restructuring to make them more accessible and focused on milestones. Students struggled without this focus. - Questions should be divided into parts or focus on a specific example to avoid half answers. - Students need guidance on essay structure, introductions and conclusions. Model exemplars would help with things like continuous prose over bullet points. - Research methods and experiments from the psychology curriculum need reteaching with a focus on using examples and providing full sentences for evaluation points. - Religious studies responses were mixed, with some students lacking detail. Key concepts need reviewing.

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    Moderation – Pr2.Docx

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    This document summarizes moderation outcomes and feedback for subjects across years 7-11. Key points include: - Papers need restructuring to make them more accessible and focused on milestones. Students struggled without this focus. - Questions should be divided into parts or focus on a specific example to avoid half answers. - Students need guidance on essay structure, introductions and conclusions. Model exemplars would help with things like continuous prose over bullet points. - Research methods and experiments from the psychology curriculum need reteaching with a focus on using examples and providing full sentences for evaluation points. - Religious studies responses were mixed, with some students lacking detail. Key concepts need reviewing.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    62 views4 pages

    Moderation - Pr2

    Uploaded by

    Faisal Ahmed
    This document summarizes moderation outcomes and feedback for subjects across years 7-11. Key points include: - Papers need restructuring to make them more accessible and focused on milestones. Students struggled without this focus. - Questions should be divided into parts or focus on a specific example to avoid half answers. - Students need guidance on essay structure, introductions and conclusions. Model exemplars would help with things like continuous prose over bullet points. - Research methods and experiments from the psychology curriculum need reteaching with a focus on using examples and providing full sentences for evaluation points. - Religious studies responses were mixed, with some students lacking detail. Key concepts need reviewing.

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    You are on page 1of 4

    MODERATION PR2

    Yea
    r

    Subject

    Geograph
    y

    History

    Religious
    Studies

    Moderato
    rs

    FAh/MMn/
    JMr/ AKy
    /MSh

    Outcomes

    Paper to be
    restructured to make it
    more accessible. Tier
    guidance and headers to
    be removed from Tier 3
    paper. The use of tiered
    papers was very effective.
    Paley question will be
    divided into two parts as
    well as the Trimurti
    question.
    The final stretch and
    challenge question needs
    to be opinion based with
    guidance on how to
    structure response.

    8
    8
    8

    Geograph
    y
    History
    Religious
    Studies

    Students struggled to
    answer the questions;
    paper did not reflect the
    change from levels to new
    school measures. Paper to
    be written using milestones
    as the primary focus.
    Lessons reflect milestones
    but the paper did not
    making it extremely
    difficult to mark.
    The question
    regarding ways of reducing
    prejudice needs to focus on
    one specific way; the

    Social
    Sciences

    choice resulted in half


    written answers with little
    or no detail.
    Both agreed on what
    a T1/2/3 submission looks
    like and agree that
    students had clear success
    criteria (which was shared
    with them) to which they
    had to meet and that was
    linked to milestones.
    Students generally
    gave poor introductions
    and conclusions - students
    need more guidance on
    how to structure and write
    a detailed introduction,
    perhaps in lesson time with
    practice and model
    exemplars.
    Students also need
    more experience on how to
    structure a Humanities
    response - too many used
    bullet points or blocks of
    writing instead of formal
    continuous prose. Again
    this can be achieved with
    essay workshops in lesson
    time.

    9
    9
    9
    9
    9
    10
    10
    10
    10

    Geograph
    y
    History
    Psycholog
    y
    Religious
    Studies
    Sociology
    Geograph
    y
    History
    Psycholog
    y
    Religious

    Assessment on 27.02.15
    Assessment on 23.02.15 /
    24.02.15

    Assessment due on
    23.02.15/24.02.15
    Assessment due on

    Studies
    11
    11
    11

    Geograph
    y
    History
    Psycholog
    y

    23.02.15/24.02.15

    FAh/MMn

    Students sat the


    2014 paper and many
    found the change in the
    structure of the paper
    confusing. Re teach the
    experiments with a focus
    on students putting
    themselves in the shoes of
    the experimenters.
    Many are not
    providing full sentences for
    the evaluation pints and
    the mark scheme is very
    vague regarding ecological
    validity. Students must
    qualify their point with the
    required detail.
    Research methods
    continue to prove
    problematic with may
    students unable to
    describe experimental
    designs or sampling
    methods (including
    advantages and
    limitations). Needs to be
    re-taught with a focus on
    using the experiments
    already covered in the unit
    as examples.

    11

    Religious
    Studies

    FAh/MMn

    Students correctly
    identified all the key terms
    and there is substantial
    evidence that students are
    able to use exam
    technique to maximise
    marks particularly for Type
    B and Type D questions.
    Student responses to

    Type C (factual questions)


    is mixed with many not
    providing enough detail in
    their answers. The media
    questions have proved
    difficult to mark because
    the mark scheme requires
    students to highlight one
    issue and students are
    highlighting many issues
    but with little or no detail.
    Too may generic
    points in some of the
    responses regarding
    Christian/Islamic attitudes
    to divorce or abortion.
    Students need to refresh
    their understanding of two
    key concepts:
    o The
    lesser of two evils
    o San
    ctity of life
    The question on UK
    laws regarding abortion
    was a new question, which
    had never appeared in
    previous assessments (will
    be retaught).

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